DEPARTMENT OF EDUCATION 
THE CITY OF NEW YORK 



SEVENTEENTH ANNUAL REPORT 



OF THE 



CITY SUPERINTENDENT OF 
SCHOOLS 

1914-1915 



KINDERGARTENS 

MUSIC 

SEWING 

COOKING 

MODERN LANGUAGES 

IN ELEMENTARY SCHOOLS 



PRESENTED TO THE BOARD OF EDUCATION 
NOVEMBER 24, 1915 



DEPARTMENT OF EDUCATION 

THE CITY OF NEW^ YORK (t^iv) l^o^v 



H' 



SEVENTEENTH ANNUAL REPORT 



OF THE 



CITY SUPERINTENDENT OF 
SCHOOLS 

1914-1915 



KINDERGARTENS 

MUSIC 

SEWING 

COOKING 

MODERN LANGUAGES 

IN ELEMENTARY SCHOOLS 



PRESENTED TO THE BOARD OF EDUCATION 
NOVEMBER 24, 1915 



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TABLE OF CONTENTS 



PAGE 

Letter of Transmittal 5-8 

Director Curtis' Report 9 

Bellevue Hospital Kindergarten 9 

Camp at Coney Island for Kindergarten Mothers and Children 18 

Convention of Kindergarten Mothers' Clubs 17 

Double Session Kindergartens 22 

Elementary School Grades and the Kindergarten 19 

Excursion of Kindergarten Children to the Country 14 

Kindergartens, Teachers and Pupils 9 

Kindergartner to Assist in the Development of the Social Work of the 

Kindergarten 18 

Live Animals in the Kindergarten 13 

Mothers' Meetings 16 

Recommendations of the Director of Kindergartens Renewed 21 

Five Additional Assistant Directors of Kindergartens 19 

Social Work of the Kindergarten 16 

Special Class for Handicapped Children, P. S. No. 15, Manhattan 12 

Summary of New Recommendations of the Director of Kindergartens 21 

Table of Statistics Relating to Supervision of Kindergartens 20 

Visits of Kindergartners in the Homes of Children 16 

Director Rix's Report 40 

Departmental Plan for Music 40 

Music under "Gary Plan" 41 

Credits for Music in High Schools 44 

After School Violin Classes 44 

Sewing in Evening Schools 33 

Director Jessup's Report 35 

Director Hutchinson's Report 23 



4 

Work of the Elementary Schools in Sewing 23 

Sewing in the "Gary System" Schools 35 

Sewing in the Ettinger Plan Schools 36 

Industrial Work in Sewing 36 

Special Teachers of Sewing (Manhattan, The Bronx, Richmond) 37 

Sewing — Recommendation of Women Principals 38 

Amount of Work Accomplished (garments made during the year) 30-38 

High School Work in Sewing 31-39 

Cooking — Director Williams' Report 47 

Mayor's Food Supply Committee 47 

School Lunches 48 

Teaching of Modern Foreign Languages in Elementary Schools 50 



LETTER OF TRANSMITTAL. 

July 14, 1915. 
To THE Board of Education, 

Ladies and Gentlemen: 

Herewith I respectfully submit for your consideration annual 
reports for the current year from the Director of Kindergartens, 
the Director of Music, the two Directors of Sewing, the Director of 
Cooking, and the Acting-Supervisor of Modern Foreign Languages 
in Elementary Schools. 

Miss Fanniebelle Curtis, Director of Kindergartens, makes 
several new recommendations for the improvement of the kinder- 
gartens, and renews recommendations made in previotis years. 

Permit me to call your attention especially to two experments, 
described in Miss Curtis' report, which have been conducted in 
connection with kindergarten work during the past year. I refer 
to a class conducted in Public School No. 15, Manhattan, for back- 
ward arid defective children, and a class conducted in Public School 
No. 4, Manhattan where the children had most effective nature 
study, by observing a variety of live animals brought to the school 
through the cooperation of the Department of Parks, the Bronx 
Zoological Garden, and the American Museum of Natural History. 

As Miss Margaret Knox, principal of Public School No. 15, Man- 
hattan, points out, the ungraded class for kindergarten children, 
conducted in that school, had a combination of regular grade work 
for the lowest grades, and some of the manual occupations presented 
in the manner of the kindergarten. 

If all the schools in the congested parts of the city, particularly 
in the easterly part of the Borough of Manhattan, could have the 
advantage of studying animals from the living specimens, as was 
done in Public School No. 4, Manhattan, the children would have 
an advantage, rarely offered to city children, of getting a knowledge 
of nature in an interesting and direct way. 



6 

I regret that I cannot approve the recommendation of the Director 
of Kindergartens, "that a kindergartner be added to the staff of 
the director to assist in the development of social work," imless 
the teacher of each class is required to do more work than she does 
at present. It is not mireasonable to expect the regiilar stafT to do 
such work. 

I recommend that three additional' assistant directors be added 
to the staff of the Director — making five in all — but not more at 
the present time. With five assistant directors supervising less 
than 1,000 classes, or less than 200 classes each, it would seem that 
supervision should be well and efficiently done. Counting 190 
days in each school year, it would not be unreasonable to expect 
that each assistant director could inspect each of her 200, or less, 
classes, three times per year. In many schools there are four kinder- 
gartens, and in some parts of the city, schools are near together, 
so that little time is lost in travel. Kindergarten teachers in our 
system are required to have special and extended training before 
they enter the system, and the idea of holding the regular super- 
visors within the school to ail accountability regarding kindergarten 
supervision is gaining groimd. 

One thing greatly needed in kindergartens is a closer relation, 
or articulation, between the work of the kindergarten and that of 
the regular elementar}^ school. If all kindergartens were kinder- 
garten-primary classes, as some cities now have, the schools would 
be better for the change. 

SEWING 

The report of Mrs. Anne L. Jessup, Director of Sewing for the 
Boroughs of Manhattan, The Bronx, and Richmond, contains some 
interesting comments on so-called prevocational work, especially 
in relation to the "Gary Plan" and the modified "Gary Plan" as 
applied to certain schools in Manhattan, Brooklyn and Queens. 

By a comparison of the report on Sewing for Manhattan, The 
Bronx and Richmond, with the like report for Brooklyn and Queens, 
it will be seen that 84,151 frdl sized garments were made in the first 
three boroughs named, and 116,873 were made in Brooldyn and 
Oueens. 



The report of Miss M. Louise Hutchinson, Director of Sewing 
for the boroughs of Brooklyn and Queens, gives among other things, 
an interesting statistical statement of the large number of articles 
of wearing apparel made by the girls of these boroughs in the ele- 
mentary schools and the high schools — both day and evening. 

I call special attention to a recommendation made by Miss 
Hutchinson, viz., that in new buildings, and wherever possible in 
old buildings, a room for sewing purposes be provided and suitably 
equipped. This, I believe, could be done by having one or more 
classrooms furnished with movable seats and desks, and provided 
with a few long tables with folding legs. Such furniture could easily 
be arranged for sewing purposes, and used also for regular class 
work. I have often observed the apparent disadvantage under 
which girls and women do sewing in a room provided only with 
regular stationarv seats and desks. 



MUSIC 

The annual report of Dr. Frank R. Rix, Director of Music, gives 
a review of the teaching in the subject and contains certain recom- 
mendations for improvement. 

Director Rix recommends that the departmental plan of teaching 
music be extended as rapidly as possible to all classes — not only in 
upper grades, as it is done at present in many schools, but also to 
lower grades. This recommendation is based on the fact that many 
of the class teachers who are now required to teach music have 
neither special talent for the subject nor interest in it. The teachers 
who receive promotion licenses to teach music should be appointed 
for the subject as soon as possible and placed under the direct super- 
vision of the Director, so that conferences may be held and the work 
unified. I approve this recommendation. 

The comments of Director Rix on the quality and the quantity 
of the music teaching in Public School No. 89, Brooklyn, and Public 
School No. 45, The Bronx, where the "Gary Plan" of school organi- 
zation is in effect, will be read with interest. 

The year just passed has given new evidence of the ability of 
the New York children to sing in great choruses on the occasion of 



notable gatherings connected with the school system, and with out- 
side organizations. 

The experiment of giving violin lessons in the school buildings 
by private instructors, at a nominal cost to the children, has proved 
successful, and has been extended to 80 school buildings. 

COOKING 

The chief points of interest in the report of Mrs. Mary E. Williams, 
Director of Cooking, are the cooperative work done during the j^ear 
in connection with the Mayor's Food Supply Committee, the serving 
of penny lunches in the schools, and an exhibition held at the Waldorf- 
Astoria Hotel where the work of the department was exhibited and 
demonstrated as a part of the exhibit held under the direction of 
the Educational Department of the National Association of Manu- 
facturers. 

MODERN FOREIGN LANGUAGES IN ELEMENTARY SCHOOLS 

Mr. John L. Hiilshof, Acting-Supervisor of Modem Foreign 
Languages in elementary schools, reviews the work of the year, and 
calls attention to specially meritorious teachers. 

Mr. Hiilshof recommends that modem foreign language teaching 
be extended to all schools where departmental teaching is now organ- 
ized in seventh and eighth year classes. In this recommendation 
I cannot concur. There are so many schools where the pupils are 
so much in need of the teaching of English, and where the regular 
studies of the grade are all that they can hope to master, that the 
addition of a foreign language would be too great a burden. Lack of 
sufificient time is a controlling reason in many schools why another 
language should not be added at that stage of the progress of an 
elementary school pupil. Where such children hear a foreign 
language at home, they need all the language period in school for 
the language of the United States. 

Respectfully submitted, 

EDWARD B. SHALLOW, 

Acting-City Superintendent of Schools. 



ANNUAL REPORT OF THE DIRECTOR OF 
KINDERGARTENS. 

July 1st, 1915. 

MR. WILLIAM H. MAXWELL, 

City Superintendent of Schools, 

Dear Sir: 

I have the honor to submit my annual report on the kindergartens 
for the year ended June 30th, 1915. 

KINDERGARTEN TEACHERS AND PUPILS 

The following table shows by boroughs the number of kinder- 
gartens, kindergarten teachers and pupils on May 31st, 1915: 



Borough 


Classes 


*Teachers 


Register 


Manhattan 

The Bronx 

Brooklj-ii 

Queens 

Richmond 


345 
108 
369 
109 
30 


337 
106 
360 
104 
30 


12,124 

3,609 

14,122 

3,824 
1,001 


Entire City 


961 


937 


34,680 


*24 substitutes. 









KINDERGARTEN IN BELLEVUE HOSPITAL 

I quote the following from a report submitted by Miss Pugsley, 
kindergartner in Bellevue Hospital, annex of Public School No. 14, 
Manhattan : 

"During the year beginning September 15, 1914, and closing July 1, 1915, 
245 children have been under my care. Fully one hundred of these retained 
their registration in the public schools during their residence in Bellevue 
Hospital. 

"At the suggestion of the Director of Kindergartens, the work of the 
kindergarten has been conducted in the nursery wards — capacity of each, 
including balconies — twenty to twenty-five beds. 



10 

"The convalescent children come to the tables for stories, songs and 
occupations, and the work is then continued at the beds for the benefit of 
the children unable to do active work. I reach two wards every day and 
adopt different programs for each, for the sake of my own enthusiasm. Each 
day's work necessitates a program complete in itself, as with the fluctuating 
register it is not often practicable to carry along the development of a subject 
from day to day. On this account I have evolved a very carefully arranged card 
catalogue with complete daily programs applying to children of varying ages. 

"To give a broader outlook on life we have taken many imaginary jour- 
neys to Japan, Holland and the Eskimo country, and we have lived with 
the Indians. The children have learned games, habits and customs of the 
people, and through constructive work and illustrative play they have been 
able to visualize sympathetically a life outside of their own. 

"The children express preference for occupation work which can be put 
into book form. On that account when we take our journeys to foreign 
lands we devote the first day to construction and the following to fiat book 
work. During the year we have made a library which has included illus- 
trated books of 'Fall Fruits and Vegetables,' 'The Three Bears,' 'The Three 
Pigs,' 'The Story of the Milk,' 'The Farmer,' 'The Farmyard' and many 
others. This has afforded abundant opportunity for originality and artistic 
effort. I have found this idea of great value to older children. For example, 
they have made several books illustrative of the trades, and invariably space 
is reserved for written expression of what they know of the industry in 
question. 

"In the active games we often make a visit to a 'white house' on this 
street or that, which is simply a little white hospital bed, and stop for a caU. 
In this way, even when the children are too ill to participate actively, the 
little by-play draws them into the circle of interest and makes for recovery, 
for, after all, 'Contentment is Medicine.' Sense games have afforded many 
opportunities. We have also invented many sight games, as our position 
on the river front is suggestive. 

"It might not be impracticable to request that the school shops divert 
some of their work to this department of the school serv^ice. We need large 
boards, 18x24, light enough to put on a bed, smooth and well finished, on 
which the children can paste, draw, paint, etc. 

"The response of the children has been so marked in contentment and 
happiness that I can only infer that this method of working directly upon 
the wards is highly desirable for the Hospital Kindergarten. In no case 
have they appeared to suffer physically from over-stimidation, which I have 
guarded against with the greatest care at all times. The ward work makes 
it possible to reach all the children instead of confining the benefits to the 
few sufficiently convalescent to be able to go to the regular kindergarten 
room. However, under favorable conditions, it would also be desirable to 
bring together those who are able to be up in such a way as to provide freer 
play and occupations outside the sick room atmosphere." 



11 




12 

We are indebted for occasional voluntary assistance to Mrs- 
Isabel Linnekin, Mrs. B. L. G. Reese, Miss Annie Halsey Smith 
and Miss Loretta Salmon, of Beloit, Wisconsin. 

We are also deeply indebted to Dr. O'Hanlon, Superintendent of 
Bellevue Hospital, for sympathy with our problems and helpful 
suggestions. Dr. O'Hanlon believes that the children in the medical 
wards would also be benefited through kindergarten training. 

Miss Pugsley is able to compass only the needs of the siirgical 
wards. I recommend that she be given an assistant for the develop- 
ment of the kindergarten work in the medical ward, and, as the 
work grows, enough assistants to have a kindergarten in a room 
outside the wards for children sufficiently convalescent. 

The development of the Hospital Kindergarten idea marks a 
phase of work that is worthy and capable of extension, and I recom- 
mend that such kindergarten work be established in other hospitals 
where cooperation in this work is assured. 

SPECIAL "e" class FOR HANDICAPPED CHILDREN IN PUBLIC SCHOOL 
NO. 15, MANHATTAN 

In my annual report for 1912-1913, a plan was suggested as the 
outcome of a series of conferences with Miss Knox, Principal of 
Public School No. 15, for the formation of a special type of class 
for children who show evidence of being backward or atypical; 
such a class should have kindergarten methods. 

The class was formed in March, 1914, with Miss Boughton, a 
kindergartner, in charge. Of the work. Miss Knox says: 

"The observation class that we established for the purpose of taking care 
of the little derelicts who had fallen by the way in kindergarten and first 
and second year classes, and many of whom were suspected of being mental 
defectives, has fulfilled its purpose admirably. 

"During this year of observation it has been a very happy spot in our 
big school, for under Miss Boughton's care, assisted by the other kinder- 
gartners, these children have had the best sort of teaching possible. We 
have tried to give them instruction in the regular primary grade work, lA- 
2B, but we have done it as far as possible by using the kindergarten methods 
and equipment. 

"In many instances the children were found to be physically unfit, and, 
in addition to the methods of teaching and the freedom of the kindergarten 
atmosphere and training, the work has been conducted all through this last 
winter as an open window class, and the children have had a luncheon of 
milk and crackers every morning at 11 o'clock. 



13 



"The children have flourished both mentally and physically in this sort 
of environment, and in the great majority of cases were brought up to grade. 
We are more than ever convinced that such classes should be established in 
every school so that these little ones who for one cause or another have been 
retarded, and are in most instances a drawback to the normal class, may be 
happily taught. 

"I should like to add as another suggestion that Ungraded Classes for the 
youngest children shotild be established to receive children from these obser- 
vation classes when they have been pronounced mentally defective; and 
that even as early as seven and eight years old a special course of study should 
be prepared for these, the general trend of which should be to teach the 
children to work at some of the coarser trades and to feel that such labor 
is worthy when well done. In this way we might begin to solve for these 
children some of the problems of meeting life better." 



The following table shows, by boroughs, the nrnnber of indoor 
gardens and out-of-door gardens: 





NATURE STUDY 








In-door Gardens 


Out-of-door 
Gardens 


Borough 


Window Box or Sand 
Table Planting 


Manhattan 

The Bronx 


60 
27 
84 
23 
6 


38 
16 


Brooklyn 

Queens 

Richmond 


41 
19 

7 


Entire City 


200 


121 



I recommend that all kindergartens not supplied, be furnished 
with window boxes from school shops. 

NATURE STUDY WITH LIVE ANIMALS PUBLIC SCHOOL NO. 4, 

MANHATTAN 



Miss Helen L. Knight, a kindergartner in Public School No. 4, 
Manhattan, makes the following report: 

"In January, 1915, Miss Garrett began her course of nature work with 
the children of this school, and through the cooperation of Mr. Hornaday 



14 

of the Bronx Park 'Zoo' and Ur. Lucas of the American Museum of Natural 
History, and Mr. Ward, Park Commissioner, she was able to bring to these 
East Side children many animals that they would otherwise have known 
only by name, if at all. She gave of her time to each of our four kinder- 
gartens on an average a period of half an hour a week. 

"Through this opportunit}^ to observe living animals, our kindergarten 
children have learned to recognize and name such animals as the squirrel, 
the fox, the monkey, the snake, the alligator, the porcupine, the raccoon, the 
opossum and the turtle. None of the children will forget how persistently 
a South American armadillo tried to escape through the ring made by the 
children to keep him from running away. 

"Miss Garrett also brought for our observation an owl, a quail, a robin,, 
a mocking bird, a sandpiper and a pair of parrakeets. The children have 
learned to observe their various colors, the different shapes and lengths of 
their bills, and their variously formed feet, but they missed much in not 
seeing them fly, and so did not feel as keen an interest in them as in the 
animals which moved freely and natural^. 

"Inspired by the children's interest, we 'rented' a small rabbit and a 
puppy for a day each. A canary in one of our kindergartens, and two 
aquariums with gold fish and snails, some pollywogs and tadpoles, and some 
earthworms found in our window boxes completed our list. 

"At the end of the year we feel that the time we have spent in the observa- 
tion of animals has been well worth while. It has greatly broadened the 
experience of these little children who are so eager and appreciative, yet 
by reason of their environment so lacking in opportunities for enjoyment 
and observation. It has given a new understanding, otherwise impossible 
among children such as these, to our many songs and stories and pictures 
relating to animals and animal life. And last, but not least, they have been 
learning real lessons in self-control and self-disciplining." 

Miss Rector, Principal of Public School No. 4, in arranging for 
this experience, has made a A^aluable contribution worthy of extension 
to all of our kindergartens. 



HENRY STREET SETTLEMENT KINDERGARTEN ANNEX TO PUBLIC 

SCHOOL NO. 147, MANHATTAN YEARLY EXCURSION 

TO THE COUNTRY 

I quote the following from Miss Ware, a kindergartner in Henry 
Street Settlement: 

"All the year long, the children ask: 'When do we ride away?' With the 
combined joy of anticipating the coming trip and reviving memories of pre- 
vious outings, we have a feeling of close connection with the country all the 



15 



year. To the twenty-five children who are about to journey forth, there 
are at least a hundred adoring relatives and friends — mothers, fathers, grand- 
parents, cousins, brothers, sisters and, of course, baby relatives. Many 
messages are given, such as, 'You should please write me on this post-card 
how my Rose is enjoying.' It's a long way from our kindergarten to the 
country, but it comes at last, and there is the same delightful carry-all into 
which we all pile, and we are off for the farm, a ride of three miles over beau- 
tiful, rolling hills. We are too tired the first night to appreciate the charming 
farmhouse, which is to be ours for a week, with its honey-suckle vines enclosing 
the porch in front, and its rose bushes in bloom. After a welcomed supper 
eaten on the dining porch, bed is the best place, and it's a small single bed 
all for one's self, two white sheets and a nightgown! These are experienced 
for the first time. 




IN THE COUNTRY KINDERGARTEN CHILDREN FROM P. S. NO. 147, MANHATTAN 



"It is delightful to pick daisies until your arms are full and then to sit 
down and weave a chain or a crown for one's head, or make a garden with 
spade and stones — and to-morrow to do it all over again. The boys are up 
the trees in a flash and find their experiences in climbing city lamp-posts 
most helpful. There are caterpillars and cocoons and bird's nests. There 



16 



are swings and see-saws. And, best of all, there is the brook, a never ending 
delight. 

"We walk and play so hard that by 7 P. M. we are ready for bed. "We have 
individual towels and wash cloths, napkins at the table, and so many washings 
and warm baths. The first days we may confuse chickens with cows, but 
by the end of the week we are comparing intelligently the respective merits 
of Holsteins and Jerseys. The cows are always interesting. We see them 
milked and the chickens and pigs fed. One child remarked, 'In the country 
we drink cow's milk.' A week makes a great change in these children. They, 
return home happy, red-cheeked and wholesome. 

"It is a shock to return to Henry Street. Fathers, mothers and babies 
compensate for the limitations of the New York City streets, but upon their 
return to kindergarten the next day the children ask : 'When do we ride away 
again?' " 

For six 3"ears the public school kindergartens have enjoyed the 
hospitality of rooms in Henry Street Settlement. Each year, 
kindergarten children have been entertained at Echo Hill Farm, 
Yorktown Heights. One has only to know the Henry Street environ- 
ment to appreciate the rare experiences these children have yearly 
through the generosity of Miss Lillian D. Wald, Head Worker of 
the Henrv Street Settlement. 



THE SOCIAL WORK OF THE KINDERGARTENS 

The following table shows, by boroughs, the number of Mother's 
Meetings, the aggregate attendance and the number of visits of 
kindergartners to homes of kindergarten children: 



Borough 


. Mother's 
Meetings 


Aggregate Attend- 

at Mothers' 

Meetings 


Visits of Kinder- 
gartners to the 
Homes of Children 


Manhattan 

The Bronx 


1,007 
307 

1,075 
512 
159 


27,756 23,757 
9,677 6.421 


Brooklyn 

Queens 

Richmond 


40,514 
17,304 

4,887 ■ 


27,980 
8,266 
2,350 


Entire City 


3,060 


102,138 


68,774 







Summary: 97 per cent, of the kindergartens of the City have Mothers' Clubs. 
The average number of meetings for each club per year is 7. 



17 

KINDERGARTEN MOTHERS' CLUBS OF THE BOROUGH OF 

RICHMOND 

June 15, 1915 

CURTIS LYCEUM, STATEN ISLAND 

Miss Fanniebelle Curtis, Chairman 



PROGRAM 

Address of Welcome Mr. William G. Willcox 

Commissioner of Education 

Address — 

"How the Spirit of the Ideal Home is Brought into the Kindergarten 

Mr. Hamilton Wright Mabie 
President of the New York Kindergarten Association 

Introducing Mrs. Langzettel Mr. James J. Reynolds 

District Superintendent 

Address — "The Keepers of the Gates" Mrs. M. B. B. Langzettel 

Director of the Froebel League 

Address — 

"How the Spirit of the Ideal School is Brought into the Home" 

Mr. I. Edwin Goldwasser 
District Superintendent 

Music 

COMMITTEE 

Dr. Edgar D. Coonley Mrs. Walter W. Price 

Mr. William T. Croak Mr. Henry A. Seeselberg 

Mrs. George William Curtis Mrs. Ralph McKee 

Mr. John A. Donald Mrs. Norman S. Walker, Jr. 

Mr. George L. Egbert Mrs. Parke J. White 

Mr. John Martin Mr. William G. Willcox 



18 

PROGRAM OF THE THIRTEENTH ANNUAL CONVENTION 

Brooklyn and Queens 

BROOKLYN ACADEMY OF MUSIC 

Miss Fanniebelle Curtis, Chairman 
June 9, 1915 



Address of Welcome Hon. George Freifeld 

Introducing Mr. Osborne Hon. Cornelius A. Pugsley 

Address . . . Mr. Thomas Mott Osborne 

Warden of Sing Sing Prison 

Announcements Miss Curtis 

Tenor Solo Mr. Francis A. Weismann 

Accompanist — Mr. George H. Gartlan 

Address — "A Mother's Opportunities" — 

Mrs. Beatrice Forbes-Robertson Hale 



KINDERGARTEN MOTHERS CLUBS CAMP AT CONEY ISLAND 

The Kindergarten Mothers' Clubs of Brooklyn and Queens 
maintain a summer day camp at Coney Island. The following 
table shows the statistics for the summer of 1914: 





Attendance 




Quarts milk 


Adults 


Children 
2,697 


Total 
4,549 


served 


1,852 


1,230 



KINDERGARTNER TO ASSIST IN THE DEVELOPMENT OF THE SOCIAL WORK 
OF THE KINDERGARTENS 

The social work of the kindergarten in its relation to the visiting 
in the homes and mothers' meetings should be more adequately and 
scientifically developed. I renew the recommendation made last 
year and the year previous in my annual reports, viz : That a kinder- 
gartner be added to the staff of the Director of Kindergartens to 
assist in the development of the social work of the kindergarten, 
especially in the homes of our alien population. 



19 



THE KINDERGARTEN AND THE OTHER GRADES OF THE ELEMENTARY 

SCHOOL 

The time has long since passed when the kindergarten is con- 
sidered as an institution separate from the school, and still there is 
much to be accomplished along the lines of unification. 

I quote the following from Dr. Strayer, Professor of Educational 
Administration at Teachers' College, Columbia University: 

"In an investigation made in a nearby school system it was discovered 
that kindergarten children surpassed all others in regularity of their advance- 
ment through the school system." 

We shall have more scientific data upon which to base deductions 
when children are promoted from New York City kindergartens 
in a less desultory fashion; when a larger percentage of children 
have kindergarten training ; when the primary grades have the more 
childlike environment of the kindergarten; when the curriculum 
of the grades places great stress on experiences which make for a 
richer, fuller life. 



FIVE ADDITIONAL ASSISTANT DIRECTORS NEEDED 

The Director of Kindergartens for the Borough of Queens resigned, 
1904. 

The Director of Kindergartens for the Boroughs of Manhattan, 
Bronx and Richmond retired in 1910. 

February 1, 1910 — One Director of Kindergartens for the entire 
City. 

February, 1912 — Two assistant directors appointed. 

November, 1913 — One assistant director resigned; vacancy not 
filled for four (4) months. 

From 1904 to 1915 increase in number of kindergartens 114 
per cent. 

No increase in the supervisory staff from 1904 to present date. 
Recommendations for additional assistant directors in: 



20 



Fifteenth Annual Report of the City Superintendent of Schools, 1912-1913, 
page 18. Sixteenth Annual Report of the City Superintendent of 
Schools, 1913-1914, page 15. 

Also in the School Inquiry Report, Part II, Subdivision 12, 
page 360: 

"The number of Directors and assistant directors excepting for kinder- 
gartens is sufficient to secure proper supervision for the special subject." 

To secure adequate supervision of kindergartens, at least five (5) 
additional assistant directors are needed. 

With the present staff, if each kindergarten is visited but four 
times a year, a total of 3,844 visits must be made (961 kindergartens). 
This figures 1,281 13 visits per person. Estimating on 190 school 
days. Of kindergartens a day must be visited. This gives 44| minutes 
for a visit, with no consideration of time consumed in travel. With 
five additional assistant directors, a staff of eight, a visit of two hours, 
including time of travel, would be permitted. 



STATEMENT SHOWING THE NUMBER OF KINDERGARTEN CLASSES AND SUPERVISING 
UNITS FOR EACH OF THE YEARS 1904 TO 1915; TOGETHER WITH THE PER 
CENT. OF INCREASE OF CLASSES OF EACH YEAR OVER THE NEXT PRECEDING 
year; and THE PER CENT OF INCREASE OF CLASSES OF EACH YEAR OVER 
THE FOCAL YEAR 1904. 







% of increase 










Number 


of each suc- 


% of increase 


Number 




Year 


of Kinder- 


cessive year 


of each year 


of Super- 


Comments 




gartens 


over next pre- 


over focal 


vismg 








ceding year 


year 1904 


units 




1904 
1905 


449 






3 




491 


9.35 


9.35 


2 


1 resignation in 












1905 


1906 


549 


11.81 


22.27 


2 


Status unchanged 


1907 


601 


9.47 


33.85 


2 


Status unchanged 


1908 


678 


12.81 


51.00 


2 


Status unchanged 


1909 


765 


12.83 


70.37 


2 


Status unchanged 


1910 


819 


7.05 


82.40 


1 


1 retirement 


1911 


847 


3.41 


88.64 


1 


Status unchanged 


1912 


847 


.00 


88.64 


3 


2 ass't directors 
appointed 


1913 


868 


2.47 


93.31 


3 


Status unchanged 


1914 


913 


5.18 


103.34 


3 


Status unchanged 


1915 


961 


5.25 


114.03 


3 


1 Status unchanged 



21 

Note the contrast of each year over the next preceding year, 
and that the number of kindergartens has increased 114 per cent., 
while the number in the supervisory staff shows no increase. 

I recommend the appointment of five (5) additional assistant 
directors. 

RECOMMENDATIONS RENEWED 

I desire to renew the recommendations in my last two annual 
reports upon which no action has been taken to date, as follows: 

1. Reorganization of kindergartens. 

Abolition of the policy of having all kindergartners of equal 
rank and responsibility. 

2. Kindergarten accommodations. 

A. In future school buildings two unit rooms should be 

replaced by a one unit type of room better adapted 
to work of the kindergarten. 

B. Small buildings from 12 to 20 units should be built for 

kindergartens and lower grade classes and annexed to 
public schools. 

Desirable location for such a building, District No. 8. 

3. Unification of kindergarten and elementary schools. 

4. Promotion of pupils from kindergarten. 

5. That a kindergartner be added to the staff of the Director of 
Kindergartens to asist in organization of Mothers' Clubs and in 
relating homes to plans of early education. 



SUMMARY OF NEW RECOMMENDATIONS 

1. A kindergarten assistant in the Bellevue Hospital Kinder- 
garten. 

2. Establishment of Hospital Kindergartens in hospitals where 
cooperation is assured. 

3. The institution of ungraded kindergartens. 



22 

4. That all kindergartens not supplied, be furnished with window 
boxes from the school shops. 

5. That five additional assistant directors be added to the staff 
of the Director of Kindergartens. 



DOUBLE SESSION KINDERGARTENS 

As I write this annual report, an amendment to Section 45, Sub- 
division 8 of the By-laws governing kindergartens is being considered. 

The discussion ensuing has made apparent the need of such 
reorganization of the kindergarten as I have repeatedly urged. 

It is no exaggeration to say that the question of double sessions 
for the kindergartner is a nation-wide issue. 

If we consider education as development and if we desire even 
the details of school work to be accomplished with enthusiasm and 
inspiration we must create the best possible working conditions. 
The younger the child the greater the need of proper early adjust- 
ment. In the kindergarten "Learning by doing" is the process of 
adjustment, and to ask one kindergartner to do the right kind of 
adjusting with one group of children in the morning and then to 
ask her to duplicate that work with another group in the afternoon, 
defeats its own end. If the number of children is large, group and 
individual work cannot be scientific, and if the group is small it is 
not the right organization, and is wasteful of room, equipment, time 
and teacher's energy. 

Respectfully submitted, 

FANNIEBELLE CURTIS, 

Director of Kindergartens. 



23 



REPORT OF THE DIRECTOR OF SEWING 
Boroughs of Brooklyn and Queens 

July 16, 1915. 

MR. WILLIAM H. MAXWELL, 

City Superintendent of Schools. 

Dear Sir: 

I take pleasure in reporting that the work of the department 
under my supervision in the Boroughs of Brooklyn and Queens 
has never been better than during the last year. 

THE elementary SCHOOLS 

Throughout the schools in both boroughs we are striving to 
place in' the hands of the children such materials as they may require 
in their home life. They acquire gradually a useful working knowl- 
edge of quantities, qualities and prices. 

In the lower primary grades a broad foundation is laid in a study 
of general principles of domestic art, trying to apply to the practical 
needs of both home and school. The younger children are taught 
to take pleasure in constructing articles. Cord and raffia and 
basketry are therefore more suitable for children under eight years 
of age than formal needlework. 

Where the miniature or dolls' clothes are made in the lower 
grades, the educational aim of this work is not always understood. 
They are not intended to take the place of the full-size garments 
in the higher classes, but they are very useful in teaching younger 
children the elements of cutting out and making, and in giving some 
idea of proportion on a scale which allows of mistakes without serious 
consequences. 



24 





ILLUSTRATING A LESSON IN WEAVING 




ILLUSTRATING A LESSON IN BASKETRY 



26 



May I recommend that in new buildings and in old ones, where 
possible, that a room may be equipped for sewing. At the present 
time there is great need of this, as it is almost impossible to handle 
the material for full-size garments on the desks. 

In the seventh and eighth years, the course in full-size gannent 
making teaches the children to cut by pattern and from measure- 
ments of the figure, which they learn to take from one another. 
In connection with this, time is given to the consideration of the 
natural and artistic proportion of the himian figure and the good 
poise of the body as taught them in physical training, as also the 
knowledge of form, proportion and line gained from their instruction 
in drawing, modeling and design. 

We correlate drawing and arithmetic when possible. Drawing 
is necessary in drafting and in originating designs for simple orna- 
mental stitches, and arithmetic in calculating the prices and quan- 
tities of material. 




8-A GIRLS WEARING MIDDY BLOUSES MADE IN CLASS 



27 




8-B GIRL WEARIN'G GRADUATION DRESS MADE IN CLASS 



28 




-B GIRL WEARING GRADUATION DRESS WHICH 
COST THIRTY-TWO CENTS 



29 



The following tables show statistics by districts, for the fall and 
spring terms and total for the year: 









FALL 


TERM 
























Grad- 






No. of 








No. of 


Grad- 


uation 


No. of 




Special 


No. of 


No. of 


No. of 


Girls 


uation 


Dresses 


Full- 




Teach- 


Schools 


Classes 


Pupils 


Grad- 


Dresses 


Worn 


size 




ers 








uated 


Made 


at Exer- 
cises 


Gar- 
ments 


Dist.27&29. 


2 


23 


576 


20,113 


385 


427 


327 


5,474 


Dist.28&30. 


2 


24 


611 


23,289 


482 


412 


292 


5,179 


Dist.31&34. 


2 


20 


605 


22,455 


476 


488 


470 


5,903 


Dist. 32&36. 


3 


24 


787 


29,802 


746 


787 


623 


7,237 


Dist.33&35. 


3 


20 


629 


24,111 


519 


530 


516 


5,762 


Dist. 37 & 38. 


3 


35 


855 


29,815 


781 


756 


607 


7,850 


Dist. 39 & 40. 


3 


28 


856 


34,965 


849 


863 


650 


9,530 


Dist. 41 & 42. 


4 


32 


475 


16,909 


410 


460 


321 


4,602 


Dist. 43 & 44. 


4 


52 


810 


20,845 


577 


518 


486 


5,858 


Totals. . . 


26 


258 


6,204 


222,304 


5,225 


5,241 


4,292 


57,395 



30 



SPRING TERM 





No. of 
Special 
Teach- 
ers 


No. of 
Schools 


No. of 
Classes 


No. of 
Pupils 


No. of 
Girls 
Grad- 
uated 


Grad- 
uation 
Dress 
Made 


Grad- 
uation 
Dress 
Worn 
at Exer- 
cises 


No. of 
Full- 
size 
Gar- 
ments 


Dist.27&29. 


2 


23 


578 


19,710 


397 


434 


348 


4,973 


Dist. 28&30. 


2 


24 


631 


22,012 


401 


437 


343 


5,087 


Dist. 31&34. 


2 


20 


595 


22,010 


477 


483 


470 


5,738 


Dist. 32 & 36. 


3 


24 


816 


29,064 


800 


854 


708 


7,795 


Dist. 33 & 35. 


3 


20 


619 


20,948 


513 


541 


506 


6,116 


Dist. 37 & 38. 


3 


37 


891 


29,234 


866 


876 


718 


8,789 


Dist. 39 & 40. 


3 


28 


869 


34,416 


865 


879 


702 


9,908 


Dist. 41 & 42. 


4 


31 


480 


17,372 


423 


436 


327 


4,846 


Dist. 43 & 44. 


4 


53 


835 


21,794 


649 


629 


579 


6,226 


Totals. . . 


•26 


260 


6,314 


216,560 


5,391 


5,569 


4,701 


59,478 





No. of Girls 
Graduated 


Graduation 

Dresses 

Made 


Graduation 

Dresses 

Worn at 

Exercises 


No. of 
Full-size 
Garments 


Dist 27 & 29 . 


782 

883 

953 

1,546 

1,032 

1,647 

1,714 

833 

1,226 


861 

849 

971 

1,641 

1,071 

1,632 

1,742 

896 

1,147 


675 

635 

940 

1,331 

1,022 

1,325 

1,352 

648 

1,065 


10,447 


Dist. 28 & 30 


10,266 


Dist 31 & 34 . . 


11,641 


Dist 32 & 36 


15,032 


Dist 33 & 35 


11,878 


Dist. 37 & 38 


16,639 


Dist 39 & 40 


19,438 


Dist. 41 & 42 


9,448 


Dist 43 & 44 


12,084 






Totals 


10,616 


10,810 


8,993 


116,873 



31 



The above table shows an increase over last year's totals of: 

452 girls graduated. 

524 graduation dresses made. 

There was a decrease of 1,908 full-size garments. This decrease 
is due to the fact that in the fifth year of many of the schools, the 
full-size garments were eliminated and the entire time devoted to 
darning and the making of buttonholes. 



DAY HIGH SCHOOLS 

The work in sewing, dressmaking and millinery during the year 
has been most satisfactory. 



ARTICLES MADE BY CLASSES IN HIGH SCHOOLS 
MANUAL TRAINING HIGH SCHOOL 



Sew-ing and Dressmaking — 

68 night gowns. 

5 corset covers. 

4 embroidered pillow tops. 

6 embroidered towels. 
156 dresses. 

27 graduation dresses. 



51 shirt waists. 

1 baby dress (hand embroidered). 

2 aprons. 
351 petticoats. 
330 camisoles. 

170 cooking outfits. 



Millinery — 



104 frames. 
8 straw hats. 



53 chiffon hats. 
8 transparent brim hats. 



Homecraft Work — 



6 embroidered doilies. 
18 embroidered centerpieces. 

8 embroidered pillow tops. 
12 towels. 
38 dresses. 
11 coats. 

5 bathing suits. 



45 hats, trimmed. 

31 hats, made and trimmed. 

10 waists. 

3 embroidered aprons. 

5 suits. 

3 embroidered collar and cuff sets. 



32 



BAY RIDGE HIGH SCHOOL 



Sewing and Dressmaking — 

162 night gowns. 
100 corset covers. 

45 petticoats. 

40 shirt waists. 



5 skirts. 

5 aprons. 

30 dresses. 



Millinery — 

16 hats, made and trimmed. 



Homecraft Work — 

25 kimonos. 
20 emb. centerpieces and doilies. 
10 emb. night gowns. 
15 collar and cuff sets. 
15 aprons. 



6 dresses. 

5 shirt waists. 
5 bathing suits. 

7 emb. toilet sets. 

7 hats, made and trimmed. 



BRYANT HIGH SCHOOL 



Sewing and Dressmaking — 

155 corset covers. 
123 skirts. 

55 night dresses. 
2 aprons. 

95 embroidered collars. 



21 dresses. 

22 waists. 

2 middy blouses. 

3 graduation dresses. 



NEWTOWN HIGH SCHOOL 



Sewing and Dressmaking — 

75 cooking caps. 
30 aprons. 

5 collars. 

1 waistcoat. 
75 corset covers. 
18 chemise and princess slips. 



3 petticoats. 

11 pairs of drawers. 
10 night dresses. 

4 kimonos. 

6 tailored skirts. 
14 dresses. 



Millinery — 



8 buckram frames. 
5 evening caps. 



24 hats, made and trimmed. 



33 



EVENING HIGH SCHOOLS 



It gives me pleasure to report that the work under my supervision 
in evening schools in the Boroughs of Brooklyn and Queens has been 
most satisfactory. I feel that we are helping a most deserving class 
of women and girls to become independent workers. 



NUMBER OF TEACHERS OF DRESSMAKING, MILLINERY AND EMBROIDERY IN THE 
EVENING HIGH SCHOOLS OF BROOKLYN AND QUEENS 

Dressmaking 19 

Millinery 8 

Embroidery 2 

Niimber of garments made in the Dressmaking Classes: 

239 petticoats. 1,182 dresses. 

202 drawers. 273 fancy blouses. 

584 corset covers. 95 coats. 

193 combinations. 229 suits. 

187 night gowns. 319 renovated garments. 

132 dressing sacks. 147 aprons. 

213 children's dresses. 44 bathing suits. 

58 children's coats. 72 guimpes. 

1,139 shirtwaists. 6 boudoir caps. 

605 skirts. 9 ladies' pajamas. 

Total number of garments inade 5,928 

51 flannel petticoats were made and sent to the war orphans. 

Millinery Classes — 

1,543 frames (wire and buckram). 203 caps, theater, boudoir, etc. 

2,272 hats. 385 renovated hats. 

78 bonnets. 

Embroidery Classes — ■ 

27 sofa cushions. 10 aprons. 

33 scarfs. 11 children's garments. 

31 collar and cuff sets. 7 kimonos. 

17 pin cushions. 53 towels. 

92 centerpieces. 3 glove cases. 

7 waists. 5 boudoir caps. 

13 pillow cases. 4 handkerchiefs. 

27 pieces of underwear. 1 dress. 

9 bags. 1 panel. 
Total number of articles made in Embroidery Classes. . . . 351 



34 



VOCATIONAL SCHOOLS 



I have visited and inspected the work of each class in Domestic 
Art subjects in the following schools: Brooklyn — Nos. 5, 158, 162. 
Queens — No. 85. The work has proved satisfactory. 

The following named special teachers of sewing of Brooklyn and 
Queens took a course in trade methods, including drafting, cutting, 
fitting and power work two evenings per week from February to 
June 1, in a wholesale manufacturing establishment: 

Ada L. Austin. Violet Haver. 

Grace V. Barnicle. Elsie Herz. 

Kathryn V. Blakeney. Nora P. Hennessy. 

Ada J. Bogert. Louise Knowles. 

Anna G. Butler. Fannie Leman. 

Julia Clay. Cornelia Litchfield. 

Henrietta Cole. Mabel Palmer. 

Mary E. Daniell. Alma Richter. 

Augusta DeVinne. Eleanor Stebbins. 

Julia E. Follett. Winifred Robbins. 

Fanchon Haver. Edith Williams. 

I was present at each lesson and carefully inspected the work. 

We are striving to ensure that every girl in the course of her school 
life shall have learned to make and keep in repair the ordinary gar- 
ments that she is likely to require in her own home. 

Respectfully submitted, 

M. LOUISE HUTCHINSON, 

Director of Sewing. 
Boroughs of Brooklyn and Queens. 



35 



REPORT OF THE DIRECTOR OF SEWING 

BOROUGHS OF MANHATTAN, THE BRONX AND 

RICHMOND 

New York, July 1, 1915. 

MR. WILLIAM H. MAXWELL, 

City Superintendent of Schools. 

Dear Sir: 

I beg leave to present herewith my report on the teaching of cord 
and raffia work and sewing in the elementary schools in the Boroughs 
of Manhattan, The Bronx and Richmond, and of the instruction in 
sewing, dressmaking and millinery in the high schools of Manhattan, 
viz.: the Washington Irving High School, the Wadleigh High 
School and the Julia Richman High School. 

WORK OF THE ELEMENTARY SCHOOLS 

When I recognize the trend of thought and the effort being 
employed at this time in the establishment of pre-vocational classes, 
I cannot help but wonder that so little is known in regard to our 
regular school work. Since the introduction of the sewing along 
the lines of full-size garment making in the seventh and eighth years, 
the pupils receive a training, which is not only a valuable asset for 
home efficiency, but certainly gives the girl an opportunity to judge 
her aptitude for the subject as a wage earning occupation. I do 
not believe there is another city in the United States where a child 
can receive as adequate a training in sewing and garment making, 
considering the amount of time given to this subject. 

THE GARY SYSTEM 

Why should the subject of sewing be called, in a few schools, 
"Pre-vocational?" The results accomplished may be more rapidly 
achieved by reason of a ten-fold increase of time, but our regular 
school work is just as practical. 



36 

In P. S. 45, The Bronx, I found it an impossible task to secure 
any successful teaching as a class problem. This was because 
the class was composed of pupils from the fifth to the eighth years, 
inclusive. Nearly 200 garments were made for a school bazaar 
in two months. 

The class was under the eflficient care of a grade teacher who 
had received training in domestic art. She was aided by a special 
teacher of sewing. The number in the class was limited to twenty- 
five pupils, but the instruction was necessarily individual owing 
to the fact of the very unequal ability and development of the chil- 
dren. Each pupil, in my opinion, had only learned to make the 
article which was her own particular problem as no development 
of judgment or lessons in economy were possible. 

All that was done in this class we do in our other schools, except 
some machine work which would be easily made possible by an 
increase of time and equipment. 

THE ETTINGER PLAN 

Here again we have another method of vocational work. 

The children of the seventh year are, I think, too young for the 
use of the power machines. There is danger of physical injury. 
They have had little, if any, training in the use of the foot machines. 

In a conversation with the manager of a large underwear factory, 
he laid particular emphasis on the fact that the girls in school received 
proper training in accuracy and carefulness of detail, remarking 
that they could quickly learn new processes if these characteristics 
were a large part of their equipment. 

In the nine weeks which the pupils give to these vocational 
problems, not only in machine sewing, but in millinery, box-making 
and art embroidery, the amount of knowledge acquired will, I think, 
be reduced to a faint memory at the end of their eighth school year. 

INDUSTRIAL WORK 

In P. S. 36, Manhattan, the principal was anxious to start a 
line of work which would give the girls an extended time in needle- 
craft. I urged her to call this work simply "Industrial Work," 



37 

as by so doing we were able to keep the subject in charge of the 
special teacher of sewing and some very efficient grade teachers. 

The extension in time, the fact of the work being taught in grades 
and the introduction of some foot machines, all worked toward 
gaining most excellent resrdts. 386 garments, all thoroughly well 
made, were completed this last term, and although extra time was 
given to this work, seventy-seven pupils were promoted out of 
eighty-eight. Besides the garment making, some excellent, simple, 
original designs were embroidered by hand. 

RECOMMENDATIONS 

I have dwelt in detail on this problem of vocational work, for it 
all resolves itself, in my mind, into a few practical points. 

If we had a little more time in our upper grades, possibly two 
periods instead of one, also some equipment in the way of rooms 
fitted with tables, chairs and mach.ines, I am quite sure the girls 
would be well fitted to choose what their vocations would be, if along 
industrial lines. 

SPECIAL TEACHERS OF SEWING IN ELEMENTARY SCHOOLS 

Teachers Classes 

' In Manhattan 19 4,680 

In The Bronx 7 1,784 

In Richmond 3 374 

Total 29 6,838 

Five teachers in the Borough of Manhattan have special assign- 
ments, making a total of thirty-four teachers. 

These assignments include: One to the Intermediate School 159; 
two to P. S. 62; one to P. S. 47 (School for the Deaf); and one 
giving three-fifths of her time to the New York Training School for 
Teachers. 

TEACHERS OF SEWING IN HIGH SCHOOLS 

Teachers 

Washington Irving High School 17 

Wadleigh High School 2 

Julia Richman High School 2 

21 



38 

On February 1st of this year, two teachers were transferred from 
the elementary corps of supervisors to the Washington Irving High 
School. These vacancies, very unfortunately, have never been filled, 
and we have suffered accordingly. If the elementary school work is 
hampered, it will be a serious detriment to the work in high and trade 
schools. 



RECOMMENDATION OF WOMEN PRINCIPALS 

The Association of Women Principals sent an urgent letter to 
the Board of Superintendents and to the Committee on Elementary 
Schools, stating the necessity of the appointment of special teachers 
of sewing. 

After favorable comment on the value of the sewing in the schools, 
a paragraphs reads: "Such work as this can only be done under 
the advice and direction of a trained teacher"; also — "A careful 
survey of our schools shows that principals are not competent to 
supervise nor any teacher to direct in a technical way. Moreover, 
the planning of suitable and varied work, the estimating and ordering 
of supplies, the preparing and giving out of materials would take a 
great deal of time which cannot be given by a grade teacher, nor by 
the principal, whose duties are so varied and upon whose time so 
many demands are made." 

Surely this capable body of women principals is in a position 
to judge of the value of the subject and also of the necessity for 
special teachers of sewing. 



AMOUNT OF WORK ACCOMPLISHED 

It is very gratifying to note the increase in the number of gradu- 
ation dresses worn. Apart from the ability of the elementary child 
to make her dress, the lessons in economy and good taste, and the 
elimination of the desire to outdo her neighbor in the wearing of 
cheap finery, are most important factors in the upbuilding of the 
young girl's character. 



39 



GARMENTS MADE DURING THE YEAR 





Grad. 


Grad. 


No. of Full- 




Dresses 


Dresses 


size Gar- 




Made 


Worn 


ments Made 


Manhattan 


7,744 


6,765 


57,853 


The Bronx 


3,362 


2,806 


22,445 


Richmond 


371 


318 


3,853 



11,477 9,889 84,151 

HIGH SCHOOL WORK 

The work in the Washington Irving High School is excellent. 
The corps of seventeen teachers, most of whom have had a number 
of years' experience as supervisory teachers in the elementary schools, 
is most efficient. 

The work in the Julia Richman High School requires an extension 
in equipment. In the Wadleigh High School one of the two rooms 
is poorly lighted and small. The divided periods given to the work 
in this high school are not helpful in securing the best results. 



CONFERENCES 

Conferences have been held each month with the teachers of 
sewing, and I am in the office several times each week for individual 
conferences. 

A large part of my time has been devoted this year, as heretofore, 
in giving the necessary help to the Board of Examiners. 

Considering the different phases of the work under my direction 
during the year, I feel that the results have been very encouraging. 

Respectfully submitted, 

ANNE L. JESSUP, 

Director of Sewing. 
Manhattan, The Bronx and Richmond. 



40 



REPORT OF THE DIRECTOR OF MUSIC 

New York, July 1, 1915. 

MR. WILLIAM H. MAXWELL, 

City Superintendent of Schools. 

Dear Sir: 

I beg leave to present herewith my report on music for the year 
ending June 30, 1915. 

No effort has been spared to maintain the standard of the music 
teaching in the elementary schools, and the results continue to be 
satisfactory. The same spirit of cooperation has been manifested 
as^in the past by school principals, and the class teachers have 
conscientiously done their part. 

The decrease from sixty to forty minutes per week for class-room 
instruction, at the option of the principal, proportionally increases 
the difficulty of teaching. Nevertheless the standard has, in general, 
been maintained. Several vacancies at present exist in the corps 
of music teachers owing to resignations, retirements and appoint- 
ments to high school positions, and these places have been filled by 
substitutes. 

THE DEPARTMENTAL SYSTEM 

No plan has been organized as yet which allows of diminution 
in the nimiber of supervisory teachers. An ideal system would be 
to maintain the present method of supervision and to establish 
departmental teaching in the upper grades of every school, and, 
where possible, in the primary grades also. 

In schools where this plan is now in force the results are most 
excellent and far exceed those of schools where every teacher is 
obliged to teach music regardless of fitness or training. 

Our system of schools has become so vast that the conditions 
under which we worked ten, twelve or fifteen years ago, are now 
greatly modified. At that time it was deemed feasible to have the 
music teaching carried on by the regular teachers, assisted and guided 



41 

by specialists who visited the classes often enough to keep in touch 
with the work. Now the majority of our special teachers can see 
their classes about once in four weeks, while the time for daily work 
has been gradually diminished. Even under these conditions the 
results obtained are most commendable and compare favorably 
with the work done anywhere. This is due to the faithful work of 
the special teachers. 

In view of present circumstances the hope for improvement 
should be in the establishment of departmental teaching in every 
school. This wotild relieve the large majority of class teachers from 
a duty which, it must be confessed, is really the province of those 
who have special talent and interest, and who have prepared them- 
selves by careful study. 

THE DEPARTMENTAL PLAN FEASIBLE 

The departmental system may be instituted without loss of time 
or increase in the nrmiber of teachers of any school. Several plans 
which have been worked out by different principals prove this 
proposition absolutely. 

The promotion license to teach music is a right step in this direc- 
tion, and teachers who are thus licensed should be placed in charge 
of music' classes as fast as they are qualified. Such teachers should 
be particularly under the supervision of the Director of Music, and 
they should be required to meet him at regtdar times for instruction 
and conference, for the purpose of unifying and standardizing the 
methods of teaching throughout the schools. These teachers should 
have charge of the assembly singing, and should teach the assembly 
songs in their classes. The assembly singing would then be uni- 
formly improved and would become a real source of uplift and 
inspiration, making its impress upon the spirit and character of 
the whole school. 

MUSIC UNDER THE GARY SYSTEM 

The Gary system is being tried in P. S. 89, Brooklyn, and P. S. 4.5, 
The Bronx. 

In P. S. 89, Brooklyn, each class has a fifty minute lesson every 
day for twenty consecutive days during each term, and thereafter 



42 

receives no class instruction for the rest of the term. The pupils 
also sing in assemblies twice a week, but none of this time is devoted 
to instruction. It is evident that this plan must be unsatisfactory. 

Children cannot concentrate on music for fifty minutes at a 
stretch, but, in order to learn, they must concentrate intensively. 
Twenty minutes is the practical limit for a class lesson. After that 
the pupils become weary, and are no longer in the receptive state. 
Learning music means thinlcing accurately in terms of tone and 
rhythm, and is not a species of amusement. It represents the most 
ideal type of mental discipline. A large part of these fifty minutes 
are wasted by the relaxed interest which invariably accompanies 
the over-long period. 

In music daily practice is essential if the lessons are to be retained 
and if progress is to be expected. The process of cramming for 
twenty days and of starving for the rest of the term will not make 
for healthy growth. 

In P. S. 45, The Bronx, the classes in the primary grades are 
following the usual schedule, with fifteen minutes a day four times 
a week. In addition, they attend a general assembly every day in 
which about fifteen minutes are given to rote singing. 

In the classes of the last four years no music whatever is being 
taught. This is said to be due to the crowded condition of the school, 
which does not allow the release of class-rooms for music. 

The older pupils attend an assembly every day in which about 
fifteen minutes are devoted to rote singing. In this way they are 
likely to forget what they have learned in the primary grades, and, 
while there is opportunity for chorus singing, and perhaps for receiv- 
ing some ideas in appreciation, the children get no substantial 
instruction. 

Evidently School 45 is lacking in the proper equipment for 
teaching music at the present time. 

It is, I understand, a part of the Gary plan to provide suitable 
music rooms for departmental teaching, and I trust in the fitting 
up of the additional twelve schools in The Bronx, where the Gary 
plan is to be instituted, that such class-rooms and skilled teachers 
will be included from the very outset. Otherwise the fine singing 
which now characterizes the schools in The Bronx will surely decline. 



43 

SCHOOL CHORUS SINGING 

The merit of any system of teaching music may be largely judged 
by the ability of the pupils to sing in chorus, and from this stand- 
point we must conclude that the music in our schools is characterized 
by splendid tone, clear enunciation, intelligent phrasing and sym- 
pathetic rendering. Invariably the music of the commencement 
exercises has been excellent. The character of the selections has 
been of the highest class, and, in every way, the New York standard 
has been maintained of eliminating the trivial and of singing only 
music of the highest order of artistic merit. 

The singing of the boys' chorus from the 8th and 12th districts 
at the annual contest of the Roosevelt Athletic League was, as usual, 
excellent and commendable. It might be well to limit this chorus 
to 300 unchanged voices in the future. 

A distinct achievement was the performance of 3,000 elementary 
school children from Brooklyn in the Saengerfest of the German 
Singers on May 31, 1915. These children maintained and illustrated 
our ideal, and were a signal credit to their schools. The entire daily 
press and the musical journals gave unstinted praise to the remarkable 
singing of the children. 

The high school chorus of 1,000 voices which took part in this 
gigantic concert, equally with the elementary school children, was 
the recipient of praise for its excellent work, while the effect of the 
united choruses of elementary and high school pupils was thrilling 
and never-to-be-forgotten. 

HIGH SCHOOLS 

The high schools have been doing consistently good work. The 
tendency in these schools is continually toward improvement in the 
teaching of sight-singing and in the understanding of music, as well 
as in its appreciation through performance. 

Most of the high schools have prepared special programs and 
have given public performances of cantatas and operas. 

As is customary, a chorus of high school pupils sang on Memorial 
Day at the Soldiers' and Sailors' Monument. This year girls from 
the Julia Richman High School performed this patriotic duty. 



44 

The high schools have maintained glee clubs and orchestras, 
many of which are of more than usual excellence. As an instance 
of what a high school chorus may do, the glee club of the Jamaica 
High School recently sang a remarkable program of more than 
twenty numbers, including glees, madrigals and part-songs. 

The work of the special choruses in the high schools is of so much 
importance that credits should be given for this work. The same is 
true of the orchestras. 

ADDITIONAL CREDITS FOR MUSIC IN HIGH SCHOOLS 

Very important work could be done in our high schools by afford- 
ing opportunities to pupils of special talent in music to continue 
their work through elective courses in musical subjects, and in this 
connection I wish to renew my recommendations relative to the 
granting of additional credits. Such credits should be allowed 
toward graduation, and should become an integral part of those 
that are required. 

With the sanction of the Board of Superintendents a competent 
committee has in preparation a plan for optional courses and credits 
which will soon be submitted for consideration. 

Since music may be a vocation of quite as much importance as 
any vocational subject, it seems to me that it might be a good plan 
to give especial opportunities to music students in certain high schools, 
if not in all. In such schools students who wish to make music a 
serious study might find the opportunities which they desire, and 
by having music made a major subject, the pupil would be able to 
finish the high school course and carry on his music at the same time. 

TRAINING SCHOOLS 

That the training schools have been giving good instruction is 
evidenced by the very uniform excellence of the candidates for 
license No. 1. These prospective teachers are now able to pass tests 
much more difficult than those which were given formerly. 

THE AFTER SCHOOL VIOLIN CLASSES 

During the year a most interesting experiment has been tried 
relative to the teaching of instrumental music in elementary and 



45 

high schools. The particular instrument selected is the violin. 
This proposition, which I made more than a year ago, received 
the approval of the Board of Superintendents, and permission was 
granted by the Board of Education for instruction on the violin 
and other musical instruments in school buildings after school hours 
by teachers not of the public school system, and without expense to 
the Board of Education except as to the use of the school buildings. 

The objects for this work were stated to be: To train the pupils 
to appreciate the best in music; to train possibly for a vocation; to 
help the school orchestras; to arouse interest in music generally, 
and to give another means of recreation. 

This plan is in accord with the utilization of school buildings for 
community purposes. The only cost to the Board of Education 
is in providing suitable rooms and heat. The teachers are such as 
are approved by the Board of Superintendents upon the recom- 
mendation of the Director of Music. The pupils pay the teachers 
a small fee, in elementary schools, not exceeding fifteen cents per 
lesson. They furnish their own instnmients, and arrangements 
have been made so that remarkable reductions in prices have been 
made by various dealers. 

The original authorization was for the establishment of three 
centers in each borough, but the movement immediately proved so 
popular that a large increase in the number of violin centers was made 
necessary, so that, finally, lessons are being given in eighty schools 
as centers. 

Authorization was also given by the Board of Education for 
instruction on orchestral instruments in high schools, the scale of 
prices for lessons being somewhat greater than in elementary schools 
on account of the relatively smaller classes that may be formed for 
such instruments as the wood-wind and brass. 

The success of the after school violin classes is undoubted. While, 
at first, there was a very large apparent demand for lessons, the 
number of pupils has settled down to a steady attendance and the 
progress is very gratifying. Although this instruction has been in 
force hardly more than one term, the proficiency of many of these 
pupils has been enough to warrant their playing at Graduation 
Exercises, at Parents' Meetings and in Exhibition Concerts. 



46 

The movement deserv^es still further encouragement and might 
well be extended to more schools. It will have a stimulating effect 
on music study and will build up the orchestras which are becoming 
permanent features in many schools. 

The teachers of the violin classes are of first rate ability. They 
make regtilar reports, and their classes are often visited by the 
special teachers. Monthly conferences are held with the Director 
of Music. 

In response to the wish of many pupils to continue their lessons 
during the summer, the classes are being held in the vacation play- 
grounds as a part of the playground activities. 

CONFERENCES 

Diuring the year regular monthly conferences have been held 
with the teachers of music both in elementary and in high schools. 

It is a matter for regret that music is not included in the subjects 
mentioned for rating in the attainments for graduation. I recom- 
mend that music be restored to this list, and that a test be given 
of the graduating pupils' musical ability. 

PIANOS 

The tuning and repair of pianos continue to be no small part 
of the duty of the music department. This now has been assigned 
to Mr. Gartlan, Assistant Director of Music, together with the 
condemnation of old pianos, and the recommendations for new 
pianos in old school buildings. 

The number of positions for teachers of music is fifty-six, the 
same as last year. 

Respectfully submitted, 

FRANK R. RIX, 

Director of Music. 



47 



REPORT OF THE DIRECTOR OF COOKING 

June 30, 1915. 

MR. WILLIAM H. MAXWELL, 

City Superintendent of Schools. 

Dear Sir: 

I have the honor to submit the following report of my department 
for the year 1914-1915. 

EXTENSION OF WORK 

The total number of children receiving instruction in Domestic 
Science at the beginning of the present year was 57,912. There 
were 388 Domestic Science kitchens with 183 teachers. At the 
close of the year there were 58,402 children under instruction in 
238 schools with 233 teachers. 

The increasing number of children means an according increase 
in the number of homes into which the knowledge of homemaking 
has been carried. 

CONFERENCES 

A city like New York presents a different problem for each section. 

The work has been carried on with added efficiency by means of 
conferences held by small groups of teachers. The aim has been to 
get together teachers whose problems are similar, and thus give 
opportunity for interchange of ideas, discussion and possible solution 
of difficulties. 

mayor's food supply committee 

Circiilars were prepared by our department for the Mayor's 
Food Supply Committee and issued to about 800,000 children in the 
schools of New York Citv. 



48 

These circulars covered a variety of subjects such as "Care of 
Foods," "How to Buy," "What to Buy," "Vegetables," "Meats," 
"Fireless Cooker" and "How to Use Left Overs." In addition to 
this, about 500 recipes in pamphlet form were distributed to supple- 
ment the circulars. The object being to meet the problems of the 
advanced cost of living. 

SCHOOL LUNCHES 

Owing to the lack of employment and the consequent hardship 
many of the children in the schools were found to be under nourished. 
This led to a new activity in this department — the serving of penny 
lunches in about seventy-five schools scattered throughout the five 
boroughs. The cooking and serving were done by the children 
under the direction of the cooking teachers, class teachers giving 
some assistance in the serving at the noon hour. About 8,000 chil- 
dren were served daily, at a cost for material of about 2| cents per 
child. Three dishes were prepared and sold at one cent each, and 
the children were encouraged to take all three. The most nourishing 
dishes were insisted upon when less than three cents' worth was 
desired. In all cases where it was known that the children could 
not pay, tickets were supplied gratis. 

The educational value derived by the children was the working 
out of problems in buying and preparing in large quantities and the 
reducing of the same to family proportions. 

The school lunch as prepared by teachers and children gave great 
opportunity to promote a spirit of helpfulness and one of the most 
pleasing sights of the noon hour was the care given to the little ones 
by the older pupils. 

EXHIBIT 

A general exhibit was held at the Waldorf-Astoria under the 
auspices of the industrial educational department of the National 
Association of Manufacturers; and in individual schools, 71 Queens, 
162, 141, 126 Brooklyn, and 29 Bronx; these exhibits included all 
branches of Domestic Science; laundry work was graphically shown 
by charts and by various fabrics laundered in the schools ; home 
nursing, by means of drawings and charts illustrating bandaging 
and "first aid" remedies; house furnishing, through the miniature 



49 



model rooms showing simplicity of furnishings and proper color 
combinations and by abstract color schemes which have been made 
by the pupils. Cooking was demonstrated by a group of girls 
actually at work and by a display of finished products. 



RECOMMENDATIONS 

I would recommend that a small apartment be included in the 
plans of new buildings; such apartment to be as near as possible 
to the Domestic Science kitchen so that the work of this model flat 
could be carried on in conjunction with that of the general instruction 
as now given. 

I again urge that instruction be given more generally to children 
below the seventh year. 

The work of this department is handicapped by insufficient time 
for lessons and the allowance for material used in the classes. Better 
results could be obtained were periods of two hours' duration and 
the allowance such that foods could be cooked in larger quantities. 

Respectfully submitted, 

MARY E. WILLIAMS, 

Director of Cooking. 



50 



REPORT OF THE ACTING SUPERVISOR OF MODERN 
FOREIGN LANGUAGES IN ELEMENTARY SCHOOLS 

June 25, 1915. 
MR. WILLIAM H. MAXWELL, 

City Superintendent of Schools. 

Dear Sir: 

I have the honor to present herewith my report on the teaching 
of modern languages in the elementary schools for the year ended 
June, 1915. 

CORPS or MODERN LANGUAGE TEACHERS 

The present corps consists of fifty-three teachers, viz.: forty- 
seven of German, three of French, two of Italian and one of Spanish, 
but the increasing demand for modern languages will require at least 
fifteen more teachers next year. 

ATTITUDE OF THE PUBLIC TOWARD LANGUAGES 

While modern language instruction in the elementary schools 
was, till recently, very often regarded with impatience, if not with 
contempt, by a number of principals, and not a few of the officers 
higher up, this attitude has undergone a decided change for the 
better. In other words, the good results obtained in this line of work 
have disposed the teaching faculty as w^ell as the general public 
greatly in its favor. 

ATTAINMENT OF HIGHER STANDARDS 

I believe that the spirit of principals and teachers is now one of 
effective cooperation between the regiilar and special teachers. By 
model lessons in the class-room and conferences with the language 
teachers, as well as by constructive criticisms, I have sought to 
encourage improved methods and to inspire enthusiasm for higher 



51 



standards, and I am greatly pleased to report that my earnest 
endeavors have been effective almost without exception. 

UNIFORM TESTS 

I have applied practical tests in all the classes in order to ascertain 
if definite results were obtained in conformity with our elementary 
school syllabus for modem language instruction. These tests 
consisted of: 

(a) Translations from the foreign language into the vernacular 
with special regard for good idiomatic English, rather than literal 
translations. 

(b) Idiomatic expressions, salutations and conversations used in 
daily life, to be answered in the foreign tongue. 

(c) Dictation exercises and a few of the most useful grammar rules 
practically applied. 

I believe that these uniform tests and definite standards of rating 
pupils will lead to better cooperation between elementary and high 
schools, and will enable the latter to determine fitness for advanced 
standing in the high schools without special examinations. 

SUCCESSFUL WORK DESERVING SPECIAL MENTION 

The finest reading lessons I observed were given by Miss Clara 
Luther, P. S. 159, Manhattan. She insists on clear, distinct articu- 
lation on the part of the pupils. The girls in her classes enjoy the 
reading because they understand what is being read. The exercises 
on idiomatic phrases in German were also very creditable. 

For detailed planning and general excellence in German, Mrs. 
Francisca Lantry, P. S. 5, Manhattan, is deserving of special men- 
tion. In this school the pupils have a very enthusiastic German 
club, and the well regulated meetings are a great help and of practical 
benefit in the use of the language. 

Miss Elsie Lieberman, P. S. 10, The Bronx, has introduced a 
class in German correspondence which deserves special notice. The 
pupils of this school write letters of friendship to the pupils of P. S. 22, 
Queens, and vice versa, at least once a month. The epistles are 
carefully revised and adroitly guided by the respective instructors, 



52 

so as to forestall any levity or frivolity. The whole scheme gives a 
splendid opportunity for the acquisition of a knowledge of the living 
tongue. 

The pupils of P. S. 14 and P. S. 30, Richmond, excel in recitations 
and in the presentation of suitable German plays at the closing exer- 
cises. Miss Margaret Blankenstein, the instructor in these two 
schools, realizes splendid results also for entrance tests in the high 
schools. 

The work of Prof. Antonio Calitri, who is in charge of the Italian 
classes in P. S. 23, Manhattan, is remarkable. Out of a conglomera- 
tion of romanic dialects which the children speak, this teacher, with 
much patience and ingenuity, is forming the higher language, and 
is inculcating an appreciation of the beautiful literature of Dante 
and Boccaccio. 

In P. S. 43, Brooklyn, we have eight classes in Spanish. This 
study has been added to the electives for its commercial value. Prof. 
Emilio Agramante, Jr., knows how to interest his pupils and the 
results there are very satisfactory. 

"We shall never know ourselves," says Prof. H. M. Ferren, "until 
we fathom the recesses of our inter-European nature. That our 
latent powers may not be suppressed, we must discern and utilize 
the sterling qualities of every great race among us. We must break 
the spell which holds us enthralled, we must rid this land of its mono- 
lingual blight." 

"It does not follow that all Americans should have a polylingual 
education forced upon them, for some of them will thrive better on 
a single language fare. Of cotirse the English will continue as our 
official language. I would not change our medium of thought, but 
would amplify and ennoble the spirit which it breathes." 

DEFECTS IN MODERN LANGUAGE TEACHING 
AND THEIR REMEDIES 

In my visitations of about six hundred classes during the year, 
I noticed certain defects in teaching. 

In a few instances the teachers are lacking in a thorough knowledge 
of their specialty. They are not intimately familiar with the Ian- 



53 

guage they are teaching, hence the pupils miss that easy, clear 
articiilation so essential for their imitation. 

Too much time is wasted answering irrelevant questions asked 
by some precocious youngster to the detriment of the more sensible 
pupils. 

The want of proper correlation in language teaching is responsible 
for a good deal of dissatisfaction in some cases. Language teaching 
under such conditions becomes a grind and a drudgery. 

Some of the textbooks are antiquated and wholly unsuited; they 
do not conform to up-to-date methods, and are a serious handicap 
to the teacher. 

In my conferences, these defects have been brought in turn to 
the notice of the teachers; not infrequently have I helped to over- 
come them by model lessons in the class-rooms. We have tried to 
apply the remedy as far as we have been able, and I am pleased to 
report willing assistance and better results. 

THE EXPERIMENT IN P. S. 22, QUEENS 

At the beginning of the February term of 1914, Miss Mary L. 
Lyles, Principal of P. S. 22, Queens, who by the way is an enthusiastic 
advocate of modern languages, obtained permission to have the study 
of German extended to all the classes in her school from grade 5A 
to grade 8B, inclusive. For this purpose, I arranged a special pro- 
gram, which by a gradual schedule leads from a minimum of instruc- 
tion in the lower grades to the maximum periods of teaching through- 
out. 

TIME SCHEDULE FOR GERMAN IN P. S. 22 

For Grades ,5A and 5B the period is 20 minutes per day. 
For Grades (3A and GB the period is 30 minutes per day. 
For Grades 7 A and 7B the period is 40 minutes per day. 
For Grades 8A and SB the period is 40 minutes per day. 
Instruction in the lower grades is entirely oral. 



54 

Reading and written exercises begin in grades 7 A, and by the 
time the pupils reach 8B their work in fluent conversation, repro- 
duction and free composition in German is truly wonderful. Gram- 
mar is taught inductively. The "Direct Method" is used exclusively. 
The Misses Margaret and Sophie Holz, who are in charge of the 
German classes, are skillful teachers and are realizing splendid results. 

RECOMMENDATIONS 

1. I desire to renew my recommendations that the study of 
modem languages be extended to all the classes where departmental 
teaching is now in force, i. £-., the seventh and eighth years. 

The psychological and pedagogical reasons for this extension 
of language teaching are so patent that reiteration is well nigh 
superfluous. 

2. That modern language teaching be given a more definite 
position and proper credit in the course of study. 

To allow the modem language classes to be treated as an uncertain 
adjunct to our educational system, or to be regarded in any other 
light than that of an integral part of our school curriculum is all 
wrong, and unworthy of a great metropolis. 

Respectfiilly submitted, 

JOHN L. HULSHOF, 

Acting Supervisor of Languages. 



LIBRftRY OF CONGRESS 



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